Course Syllabus
Contact Information
I received my Master of Business Administration from the University of Oklahoma in the spring of 1997 with studies concentrated in Information Technology and Accounting. I earned my Oklahoma Certified Public Accountant license in 1999 and have maintained my license throughout my career. In addition, I completed the Graduate Certificate in Digital Technologies program in the fall of 2021 at The University of Oklahoma. My background includes extensive industry experience in business analysis, software development, implementation, administration, financial analysis, data analysis, and business intelligence. Before I began teaching full-time, I worked in Oklahoma City as the Manager of Business Intelligence and Analysis for an organization in the private sector. My hobbies include training for triathlons, tinkering around on my old Jeep, playing golf, traveling, and spending time with family and friends.
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Format
- Synchronous Online: Learning occurs online and in real time, using technology such as web-conferencing software for synchronous interaction. This is the option that reflects an online course with scheduled Live Sessions. Describe the frequency of Live Sessions (weekly, bi-monthly, etc.) and any attendance requirements.
Course Prerequisites
- MIT 5602: Management Information Systems
Course Materials
Textbook
- Hands-On Programming with R by Garrett Grolemund, O'Reilly Media, ISBN: 978-1449359010
- Note: An electronic version of this book is available for student access.
Software:
Given the nature of this course, you should use a well-functioning laptop. Please download and install R first followed by the installation of RStudio to your laptop or desktop computer before the first day of the class. RStudio picks up the version of R that lives on your computer, but it doesn’t come with a version of R on its own.
Program Learning Outcomes (PLO)
- Analyze data and provide valuable business insights
- Solve problems in relation to IT concerns and applications
- Communicate technical information to non-technical business professionals
- Demonstrate an understanding of the business, organizational, and regulatory context of information technology and organizational information systems
- Demonstrate an understanding of how information technology and systems can be leveraged to provide business value
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A | Understand R programming concepts and basic yet powerful data science techniques and apply them to evaluate various business scenarios to transform problems into actionable items. | 1,2 |
| B |
Solve problems by experiencing first-hand the power of R programming language and analytics to reveal unexpected patterns and stimulate new perspectives and insights. |
1,2 |
| C | Identify data needed for analytics projects; recognize visual representation methods that increase understanding of complex data; and report and analyze data collected for an improvement project. | 1,2,3 |
| D |
Learn to think creatively about linking data, R programming framework, and business analytics concepts with subject-matter expertise. |
4,5 |
| E | Work effectively as a member of a team, demonstrating collaboration and problem-solving skills. | 1,2,3,4,5 |
Grades
Breakdown
| Description | Points/Percentage | |
|---|---|---|
| In-Class Exercises | Exercises that demonstrate students are following along with the live session R code demonstration. | 20 |
| Quizzes | Short evaluations of students' understanding of the R code demonstrated. | 10 |
| Assignments | Evaluations of students' grasp of the class material at successive intervals in the course. | 30 |
| Project Proposal | PowerPoint Presentation that outlines the subject matter, business issue, etc. to be explored in the project. | 10 |
| Project Presentation | PowerPoint Presentation that presents the subject matter, business issue, data, methodology, results, and conclusion of the project. | 5 |
| Project Written Report | Written document that presents the subject matter, business issue, data, methodology, results, and conclusion of the project. | 15 |
| Peer/Instructor Evaluations | Team member evaluations and instructor evaluations for the Project. | 10 |
| Total | 100 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
In-Class Exercises
Various exercises based on the lecture materials will be assigned during the module. Students’ active engagement in these activities is crucial to achieve the learning objectives of the course. Class exercises, taken individually, must be completed by the designated time and day.
Quizzes
Two individual quizzes will be conducted on the dates listed in the schedule. These quizzes must be taken individually. Quizzes will consist of multiple-choice questions. Each quiz is worth 5 points. There are no make-up quizzes. Absence from any scheduled quiz will result in a grade of zero unless prior arrangement has been made with the instructor.
Assignments
Students are free to consult each other to do the assignments. However, each person is responsible for submitting his/her copy of the assignment through Canvas. You will receive full credit for submitting your original solutions to all the problems in the assignments before the due date. The key pointers (not the exact solution) for the selected problems will be provided and it will show the methodology/approach to solve the assigned problems. The detailed instructions for each assignment, available through Canvas at least 9 days before the due date, will be provided separately. If you are puzzled, please make an appointment with the instructor and resolve those issues. The homework assigned should help you master the techniques covered in the course. To do well on the project, you need to do the homework and master the broader concepts covered in the class.
Project Proposal
Each team will construct a project proposal and present it to the class. This proposal should include a detailed project plan indicating the tasks to be performed, the team member(s) performing each task, time-frame, etc. A sample project plan will be provided for student reference.
Project Presentation
Team members work collaboratively to create a PowerPoint presentation to be shown during the team’s presentation for the final project. Please plan on posting the team’s PowerPoint presentation by the day listed on the schedule section. Project presentations should be given in 10-15 minutes. Every presentation will be followed by 5 minutes of a question/answer session. Include your team number and members’ names in the file name of the PowerPoint. Team presentations will be preloaded on a computer to save class time. Each team member must participate in the oral presentation. Team presentations will be graded according to the following criteria:
|
Criterion |
Excellent |
Needs Improvement (-2) |
Unacceptable (-4) |
|
|
Introduction and purpose |
Introduces the purpose of the presentation clearly |
Introduces the purpose of the presentation vaguely |
Does not introduce the purpose of the presentation |
|
|
Preparation and rehearsal |
Presentation is mostly smoothly delivered. |
Presentation is read. |
Presentation is choppy. Student does not demonstrate command of the material. |
|
|
Accuracy and clarity |
No significant errors are made; a few inconsistencies or errors in information |
Enough errors are made to distract a knowledgeable listener, but some information is accurate |
Information included is sufficiently inaccurate that the presentation has lost credibility as a source of accurate information |
|
|
Timeliness |
Length of presentation falls within the specified time range |
Length of presentation falls just outside (~2 minutes) the specified time range |
Length of presentation falls way outside (more than 2 minutes) the specified time range |
|
|
Presentation flow |
Includes transitions to connect key points |
Includes some transitions but there is difficulty in following presentation |
Transitions rarely connect points; no sequence for information |
|
|
Content level |
Level of presentation is generally appropriate |
Portions of presentation are too elementary for audience |
Presentation consistently is too elementary for the audience |
|
|
Visual components |
The materials relate and aids presentation topic; the visuals are clear |
Occasional use of graphics that rarely support presentation thesis; visual aids are not clear |
Student uses superfluous slides, no slides, or slides that are unnecessarily detract from the presentation |
|
|
Conclusion |
Ends with a summary of main points showing some evaluation of the evidence presented |
Ends with a summary or conclusion; little evidence of evaluating content based on evidence |
Project Written Report
Specific instructions on the project outlines and expectations will be provided in a separate document. In the project report, you may use references, if any, from the library or online. There is no limit on the number of references used, however, all sources must be credible. Blogs, vendor sites, and sites like Wikipedia and Dictionary.com are not credible research sources. Do not use them as references. You need to use in-text citations and a reference section (no footnotes or endnotes in this paper whatsoever; do not use the automated footnote or endnote function in Word). Full citations of all works should be included in the References section. Take care to properly attribute materials found in literature sources or on the Internet. Direct quotes from references should be kept to a minimum. Although your writing ability is not the primary focus of this course, your ability to communicate is essential to your future business success. Pay close attention to what you're writing. It would be wise to have another person read your work before submitting it for grading. The paper will be graded according to the following criteria:
|
Criterion |
Excellent |
Needs Improvement (-5) |
Unacceptable (-12) |
|
|
Problem and position |
Position and exceptions clearly stated. Organization of argument is complete and clear. No confusion about basis for position. Strong use of examples. |
Position clearly stated. Organization of argument is clear in parts or partially described. Some confusion about position. Few examples used. |
Position is vague. Organization of argument is missing or not consistent. Unclear position. Not all questions answered. |
|
|
Course linkage |
Thorough integration of course material and references. Comprehensive application to practice setting with examples. |
Some integration of course material. Limited application to practice setting. Few examples. |
Little/no reference to course material. No application to practice setting. |
|
|
Application of Concepts |
Thorough responses showing full understanding of methodology/concepts and their application to the topic. Appropriate techniques are used correctly for analysis and analytical results completely support the report conclusions. |
Concise responses showing good understanding of methodology/concepts but more detail, examples or elaboration would be helpful. One or more relevant techniques have not been applied when they could have provided further insight. Conclusion(s) not fully supported by analytical results. |
Brief/vague responses showing a vague understanding of methodology/ concepts. Few, if any examples are given to support the position. analytical results do not support the conclusion(s). |
|
|
Thoroughness |
Completely answers all questions posed by the assignment, and supports position with course material, relevant references, and practical examples. |
Partially answers questions posed by the assignment, and occasionally supports position with course material, relevant references, and practical examples. |
Does not answer all questions posed by the assignment, and uses little if any course material, references, or practical examples. |
|
|
Writing and Grammar |
Paper is coherently organized and the logic is easy to follow. There are no spelling or grammatical errors and terminology is clearly defined. Writing is clear and concise and persuasive. |
Paper is generally well organized and most of the argument is easy to follow. There are only a few minor spelling or grammatical errors, or terms are not clearly defined. Writing is mostly clear but may lack conciseness. |
Paper is poorly organized and difficult to read – does not flow logically from one part to another. There are multiple spelling and/or grammatical errors; technical terms may not be defined or are poorly defined. Writing lacks clarity and conciseness. |
Peer and Instructor Evaluations
As part of the peer evaluation, each student must rate (using peer evaluation form provided by the instructor) the degree to which members of the team, including himself or herself, fulfilled his/her responsibilities in completing the project and other group work. The objective of the peer evaluation is to encourage 100% commitment and performance from each team member throughout the module. These ratings should reflect each individual’s level of participation, effort and sense of responsibility, not his or her academic ability. Note that the peer evaluations are confidential and won't be shared with anybody.
Instructor evaluations of students’ engagement will be conducted throughout the course. The students are expected to be actively contribute in discussions and asks questions, carry their own share of the group’s responsibilities, adheres to the computer/phone usage policy, and actively participates in synthesizing and presenting the concepts covered in the class and reading materials through summary presentations. Instructor evaluation will be conducted according to the following criteria:
|
Criterion |
Excellent |
Needs Improvement (-3) |
Unacceptable (-8) |
|
|
Preparation |
All assignments were submitted at or prior to the deadline through the proper channel and with all necessary information (i.e., team, names, course number). |
All but one assignment were submitted by the deadline and with prior notification to the instructor regarding the delay. Some assignments lacked complete information. |
More than two late deliverables with or without prior explanation. |
|
|
Contribution |
Actively contributed to class learning through informed comments and relevant questioning. Supported and respected peers, their questions, and their opinions. |
Mix of active and passive engagement. Off-topic comments or questions introduced that detracted from overall conversation. |
Complete lack of engagement with lecture or Q/A sessions. Any disrespect for instructor or peers. |
|
|
Environment |
Made appropriate use of electronic devices to further study and mastery of programming and analytical techniques. Food and drink consumed quietly. |
Infrequent or minimal interruption of instructor or neighbors by device usage, side-conversations, etc. |
Non-academic computer and device usage that impacts other students. Noisy side conversations. |
Course Policies
Communication
Please call me Professor or Professor James. When you send an e-mail to me, please be sure to include the course number or some course identifier in the Subject line. Additionally, please identify yourself in the text of your e-mail, otherwise, I may not figure out who you are just by your email address alone. Please note that if your question is relevant to the class, I will forward your email with my response to the class – so be sure to proofread your email and use good email etiquette because it may be seen by your classmates. It is the student's responsibility to receive/check incoming mail in a timely fashion (e.g., not regularly checking your email, having a “full mailbox” condition, etc.).
You can expect a response to emails sent Monday-Friday within 24 hours. Emails sent over the weekend will receive a response within 48 hours. We will use Microsoft Teams for course communication. Please send a message through Teams direct messaging.
Feedback
Assignment feedback will typically be posted within one week of the assignment deadline.
Late Policy
Each deliverable has a clearly defined due date. Late work is not accepted without prior arrangements or extenuating circumstances. I understand that extenuating work and life circumstances can happen. If you encounter these kinds of situations, please communicate with me (ahead of assignment deadlines, if possible) and we can determine how to proceed.
Academic Integrity for Generative Artificial Intelligence Programs
I expect you to use AI (ChatGPT) to help you get started on course assignments. I am happy to meet with you if you need help with the assignment or need help with how to use ChatGPT.
However, be aware of the limits of ChatGPT:
- If you provide minimum effort prompts, you will get low-quality results. You will need to refine your prompts in order to get good outcomes. This will take work.
- Don't trust anything it says. If it gives you a number or fact, assume it is wrong unless you either know the answer or can check in with another source. You will be responsible for any errors or omissions provided by the tool.
- AI is a tool, and you need to acknowledge using it. Please include a paragraph here explaining your interaction with ChatGPT, and what prompts you used to get the results.
Using AI programs and not disclosing where and how that content is used is considered academic dishonesty and will be considered a violation of academic integrity. If the usage of such programs is found without disclosure, students will receive a “0” for the grade and will be reported to OU’s Integrity Council. Students unsure about using AI tools in coursework should speak directly to their instructor or seek guidance from the Student's Guide to Academic Integrity.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|